Reigniting Your PLTs: A Leadership Perspective _________________________________________________________________ Phil Echols, M.Ed, Ed.D Candidate Professional Learning Specialist Office of Professional Learning pechols@wcpss.net @PhilEchols

Overarching Objective: This session will review the essential elements and benefits of Professional Learning Teams (PLTs). The session will also explore ways school leaders can support and empower PLTs in their building.

Desired outcomes: Participants will extend their knowledge of the purpose of PLTs Participants will explore essential attributes and ideas of PLTs Participants will gain at least 3 resources to support and empower PLTs in your building

WCPSS Strategic Plan Connections Learning and Teaching To provide educators and students with the opportunity to participate in a relevant rigorous, innovative, and comprehensive learning environment.

Metaphorical Thinking Come up with a metaphor for PLTs. If you’re having trouble, use one of the objects on the table.

PLTs are like…

PLTs are like…

Circle the word that doesn’t belong. Horse Nose Anvil Clock

Same Students Same Building Same Challenges Same Parents Same Community + Different School Professionals Different Results

3 Ways to Change People Force Persuasion Learning (which leads to a paradigm shift)

Paradigm shift Schools are not places designed to give adults a place to work, they are designed to be places where students are served Data is used to inform instruction Collaboration is essential to achieve success for all students and is embedded into the school culture Students are guaranteed extra time and support when they struggle with learning essential standards Professional development is job embedded.

Three Big Ideas That Drive the Work of a PLT A Focus on Learning A Collaborative Culture and Collective Responsibility A Results Orientation

Attributes of Effective PLTs A Focus on Learning A Collaborative Culture With a Focus on Learning for All Collective Inquiry Into Best Practices and Current Reality Action Orientation: Learning by Doing A Commitment to Continuous Improvement Results Orientation

7 Norms of Collaborative Work Pausing Paraphrasing Posing questions Putting ideas on the table Providing data Paying attention to self and others Presuming positive intentions Reference: Adaptive Schools by Thinking Collaborative and Robert Garmston & Bruce Wellman

Pausing Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion and decision-making. Reference: Adaptive Schools by Thinking Collaborative and Robert Garmston & Bruce Wellman

Paraphrasing Using a paraphrase starter that is comfortable for you “So…” or “You’re feeling…” or “You’re thinking…” and following the starter with a paraphrase assists members of the group to hear and understand one another. Reference: Adaptive Schools by Thinking Collaborative and Robert Garmston & Bruce Wellman

Posing questions Two intentions of posing questions are to explore and specify thinking. Questions may be posed to explore perceptions, assumptions, and interpretations and invite others to inquire into their own thinking. For example, “What might be some outcomes we are envisioning?” Using focusing questions such as, “Which student, specifically?” or “What might be an example of that?” to increase the clarity and precision of group members’ thinking. Inquire into the ideas of others before advocating for one’s own ideas. Reference: Adaptive Schools by Thinking Collaborative and Robert Garmston & Bruce Wellman

Putting ideas on the table Ideas are the heart of a meaningful dialogue. Label the intention of your comments. For example, you might say, “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” Reference: Adaptive Schools by Thinking Collaborative and Robert Garmston & Bruce Wellman

Providing data Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work. Data have no meaning beyond that which we make of them; shared meaning develops from collaboratively exploring, analyzing and interpreting data. Reference: Adaptive Schools by Thinking Collaborative and Robert Garmston & Bruce Wellman

Paying attention to self and others Meaningful dialogue is facilitated when each group member is conscious of self and of others, and is aware of not only what he or she is saying, but also how it is said and how others are responding. This includes paying attention to learning style when planning for, facilitating and participating in group meetings. Responding to others in their own language forms is one manifestation of this norm. Reference: Adaptive Schools by Thinking Collaborative and Robert Garmston & Bruce Wellman

Presuming positive intentions Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and eliminates unintentional putdowns. Using positive intentions in your speech is one manifestation of this norm. Reference: Adaptive Schools by Thinking Collaborative and Robert Garmston & Bruce Wellman

DuFour “4” Questions What knowledge and skills should every student acquire as a result of this unit of instruction? How will we know when each student has acquired the essential knowledge or skills? How will we respond when some students do not learn? How will we respond when some students have clearly achieved the intended outcomes?

PLT Products Clearly identified goals for what all students should know and be able to do in core instruction Strategies for core instruction Intervention groups Intervention strategies and plans Questions for further inquiry Common formative assessments

Protocol/Resource Review Distribute the sheets with protocols and strategies. Some members will have the same sheet or more than one. Take some time to write your ideas and thinking about the following: Think about how this could be useful in a PLT What items do you like about your protocol/sheet? What items would you change? What are some of the benefits of using something like this? What could be potential pitfalls of using something like this?

High-Performing Leaders Challenges the status quo. Builds trust through clear communications and expectations. Creates a commonly owned plan for success. Focuses on team over self. Has a high sense of urgency for change and sustainable results Commits to continuous self-improvement Builds external networks and partnerships Kirtman (2013) list these characteristics as competencies for high-performing leaders.

3 Ideas for the table Modeling – Participate in a PLT and share your progress with the staff. Foster a spirit of inquiry and collaboration. Accountability – Hold each other accountable. Pop in to support and inquire for understanding. Prioritize PLTs – If I don’t hear you talking about it, it’s not on my radar.

Reflection

As you reflect, think about... How are the ideas and information presented CONNECTED to what you already knew? What new ideas did you get that EXTENDED or pushed your thinking in new directions? What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have? Questions taken from Harvard Project Zero: http://www.visiblethinkingpz.org/

Ways to Reflect Take notes Talk with a friend/colleague Text/email a friend/colleague Draw a picture #sketchnote Take a picture Share on social media (Twitter/Facebook/Instagram) and use #wakevision Video your thoughts Any other way you choose!